Emotional Quality Research Articles

Child Emotional Characteristics as Predictors of Informant Disagreement in Oppositional Defiant Symptomatology

The present study examines the disagreement between parents and teachers on the Oppositional Defiant Disorder Symptomatology (ODS) in children and how sociodemographic factors like gender and socio-economic status (SES); and emotional characteristics such as aggressiveness, temperament, callousness; anxious and depressive symptoms, and irritability may be predictors of this incongruence. A community sample of 614 3-year-old, followed up until age 14 (N = 287) was obtained from a longitudinal study that began in 2009. Parents and teachers completed an ODS scale and multiple questionnaires about child´s emotional difficulties. Analyses indicated that parent-teacher ratings were discrepant, and this disagreement diminished with age (Intraclass Correlation Coefficient = 0.12 to 0.69) with parents consistently reporting higher ODS scores compared to teachers across various ages. Predictors of parent-teacher disagreement on ODS were analyzed using polynomial regression with second and third order interactions. Results revealed that disagreement was higher when rating females, and for children belonging to low + low/medium or high SES groups. Lower ratings of aggressiveness, callousness and irritability, while higher scores of effortful control were significant predictors of higher parent-teacher ODS discrepancies. Research on how child affective variables influence multi-informant disagreement could lead to better clinical practice in addition to more accurate assessment and diagnosis in the infant-juvenile population.

Feasibility and acceptability of a mindfulness app-based intervention among patients with metastatic renal cell carcinoma: a multinational study.

Patients with metastatic renal cell carcinoma (mRCC) experience emotional distress and limited supportive care access. This study assesses a mindfulness app's feasibility, acceptability, and preliminary efficacy in improving emotional symptoms, trait mindfulness, and overall quality of life for patients with mRCC on immunotherapy. This multinational study recruited patients with mRCC undergoing immunotherapy from Brazil and the United States. Participants were required to engage in mindfulness app-based activities for 20-30min daily, at least 4 days per week, over a 4-week period. Assessments were conducted at weeks 0, 2, 4, and 12 to evaluate emotional symptoms (PROMIS-Anxiety and Depression, Fear of Cancer Recurrence-7), fatigue (Brief Fatigue Inventory), trait mindfulness (Mindfulness Attention Awareness Scale), and quality of life (Functional Assessment of Chronic Illness Therapy-General). Self-reported data were used to assess adherence. Linear mixed-effects models were used to evaluate changes over time for the measured outcomes. Among 50 patients with mRCC, the feasibility of this intervention was demonstrated; 96% of patients were assessed at week 4, with high adherence rates reported by 75% of patients. Participants expressed positive feedback on the smartphone-based approach. Significant improvements were observed in emotional symptoms, fatigue, and quality of life scores from baseline to post-intervention (P = .001 for each), suggesting the positive impact of this intervention. Our findings provide encouraging evidence for the feasibility and acceptability of a mindfulness app-based intervention among patients with mRCC. This intervention may offer a viable and accessible means of providing psychosocial support to patients with mRCC.

Top-down and emotional attention in blind and sighted individuals.

There is evidence that congenitally blind individuals possess superior auditory perceptual skills compared to sighted people. However, relatively little is known about the auditory-specific cortical correlates of spatial attention in the blind and how task-irrelevant emotional stimulus features could further modulate such neural processes. This study tested blind and sighted participants in a challenging auditory discrimination task. All participants were blindfolded and seated between loudspeakers at 45-degree angles, while pseudowords were randomly presented. The task was to identify target sounds from either the left or the right speaker while ignoring nontarget stimuli, the irrelevant loudspeaker, and irrelevant speaker identity. Emotional valence-neutral, happy, fearful, threatening-of pseudowords was task-irrelevant, focusing solely on syllable detection. Our focus was on measuring the moment-to-moment deployment of auditory-selective attention. This was achieved using the lateralized N2ac event-related potential component characterised by greater negativity at anterior electrodes on the side contralateral to an attended auditory stimulus and observed 75 to 250 ms after stimulus onset. We observed that blind individuals showed better behavioural performance and reduced N2ac amplitudes than sighted individuals. Furthermore, for both groups, N2ac amplitudes were increased for the target compared to nontarget stimuli and stimuli appearing at spatially relevant versus irrelevant locations. Our study highlights the superiority of auditory processing capabilities in blind individuals. The results also highlight the N2ac component's sensitivity to top-down attentional engagement and emotional attention, offering new insights into how blind and sighted individuals process auditory information.

School Heads’ Emotional Quotient, Resiliency and Productivity

This study evaluates the emotional quotient (EQ), resiliency, and productivity of school heads in the Schools Division of Antique for the 2023-2024 school year. Employing a descriptive-correlational research design, data were gathered from 218 school heads using validated questionnaires. The findings reveal that school heads exhibit high levels of emotional intelligence, substantial resiliency, and robust productivity, with notable variations based on demographic factors such as age, educational attainment, and experience. The results underscore the significant influence of EQ and resiliency on enhancing productivity, highlighting the importance of targeted training programs to strengthen these competencies among school leaders. This research underscores the role of emotional and adaptive leadership qualities in fostering effective school management and improved educational outcomes. Keywords: emotional quotient, resiliency, productivity, school heads, educational leadership

The Family Context and the Use of Media for Emotion Regulation During Early Childhood: Testing the Tripartite Model of Children’s Emotion Regulation and Adjustment

Abstract Media use for emotion regulation, such as occupying children when they are bored or distracting them from negative emotions, is a common practice for parents in the United States, but it has been linked with weaker emotion regulation skills among young children. This association has not been examined in the presence of other family context variables, such as parent reactions to children’s emotional expressions or quality of the child-parent relationship, however. This survey study (N = 449, 53% fathers) examines parents’ use of media for child emotion regulation within a tripartite model of adjustment. Media use for emotion regulation associated with greater emotion regulation skills for children (ages 4–7). There was not a significant relation between media use for emotion regulation and children’s emotional maladjustment, however. Greater frequency of parents’ negative reactions to their children’s emotions was significantly associated with more internalizing and externalizing issues for children but also with better emotion regulation skills. Further, better parent-child relationship was associated with fewer internalizing and externalizing issues and better emotion regulation skills. We outline theoretical and practical implications and discuss future directions to further assess the effects of family context on children’s emotion regulation.

A free association semantic task for fNIRS-based perinatal depression assessment

Perinatal depression (PD) is a highly prevalent psychological disorder that has a detrimental effect on infant and maternal physical and mental health, but effective and objective assessment of PD is still insufficient. In recent years, the functional near-infrared spectroscopy (fNIRS) has been acknowledged as an effective non-invasive tool for clinical assessment of depression. This study proposed a free association semantic task (FAST) paradigm for fNIRS-based assessment of PD. To better address the emotion characteristics of PD, the participants are required to generate a dynamic concept chain based on positive, negative or neutral seed words, while 48-channel fNIRS recordings over frontal and bilateral temporal regions. Results from twenty-two late-pregnant women revealed that, the oxyhemoglobin (oxy-Hb) changes during the FAST with the positive and negative seed words over the frontal region were correlated with PD severity, which was different from the correlation patterns in the FAST with neutral seed word and the classical verbal fluency test (VFT). Furthermore, distinct correlation patterns were also observed in the FAST with the positive and negative seed words, manifested in fNIRS channels corresponding to the right dorsolateral prefrontal cortex (DLPFC) and right inferior frontal gyrus (IFG), respectively. Moreover, regression analyses showed that the FAST with positive and negative seed words can well explain the severity of PD. Our findings suggest the proposed FAST paradigm as a promising approach for PD assessment.

Development of spiritual and intellectual qualities in future specialists in the field of management

The article is devoted to the analysis of the importance of the development of spiritual and intellectual qualities in future specialists in the field of management and their influence on managerial activity. In the conditions of today's dynamic business environment, managers have not only a high level of intellectual competence, but also the ability to self-regulate, emotional stability, make ethical decisions and create a healthy organizational culture. Special attention is paid to the analysis of theoretical approaches to the development of spiritual-intellectual qualities, such as emotional intelligence, transcendental leadership, the model of moral management, the concept of a whole person, and managerial ethics. Because these qualities integrate intellectual abilities, moral, ethical and emotional characteristics, they contribute to the formation of sustainable and ethical leaders who are able to interact effectively with the team, provide successful leadership and maintain moral standards in organizations. The article examines the main aspects that determine the role of spiritual and intellectual qualities in the professional development of future managers: the ability to reflect, emotional stability, moral responsibility and harmonious interaction with others. Research confirms that these qualities largely determine management decisions, leadership style, and team effectiveness. Also, the author emphasizes the importance of forming such qualities in the process of training future specialists, as it contributes not only to their professional competence, but also to moral maturity, which is necessary for building a healthy organizational culture and successful management in conditions of instability. The article also emphasizes the integration of spiritual and intellectual aspects into the educational process of higher educational institutions, which will increase the competitiveness of future managers in the labor market. Pedagogical strategies and methods that can be implemented to develop these qualities in students of higher education are considered separately. The formation of spiritual and intellectual qualities is an important component of professional training, which contributes to the creation of leaders who are able to adapt to changes and effectively manage human resources in organizations.

What Emotions and Personalities Determine Acceptance of Generative AI?: Focusing on the CASA Paradigm

This study investigates the intent to use ChatGPT, focusing on user characteristics. As an ‘interactive’ technology, generative AI emphasizes user characteristics and emotions, going beyond traditional technology acceptance models that prioritize ease of use and utility. Using hierarchical regression analysis, this study examines key variables, including demographic characteristics, personality traits, satisfaction, trust, friendliness, and intention to use. Findings reveal that higher trust and satisfaction significantly increased willingness to use the free version, particularly among younger users. In contrast, during the transition to the paid version, Resistance to Pay (RTP) was lower for users with more open personalities or high trust, while it remained stable for those with high satisfaction. These results highlight the need for more research on how user traits influence the acceptance of AI. Insights can inform policies that account for user emotions when integrating AI into social and business contexts. This study supports the evolving CASA paradigm, highlighting generative AI's interactive and emotional features.

Niche Travel Immersive Experience that Stimulates Psychological and Emotional Characteristics

Niche Travel Immersive Experience that Stimulates Psychological and Emotional Characteristics

Accurate recognition of emotions of audio-visual bimodal characters based on dual level feature dimensions

Accurate recognition of emotions of audio-visual bimodal characters based on dual level feature dimensions

Deep Learning Landscape Evaluation System Integrating Poetic Emotion and Visual Features

Deep Learning Landscape Evaluation System Integrating Poetic Emotion and Visual Features

대학 신입생 대상 학습전략 하위요인에 의한 학업성취 예측 및 군집 분석 사례 연구

Objectives The purpose of this study is to lay the foundation for establishing a customized teaching and learning support system by clustering students based on the Learning Strategy Test (MLST) for freshmen in universities. Methods For this purpose, 1,503 freshmen from A university in G city were diagnosed using the MLST to analyze their personality, motivation, emotion, and behavior characteristics. Descriptive statistics, regression analysis, cluster analysis, and cross-analysis were conducted, focusing on the sub-factors and related variables of the MLST. Results The analysis of MLST sub-factors according to learners' academic achievement revealed that for personality characteristics, the scores for self-efficacy, outcome expectation, and conscientiousness decreased as academic achievement decreased. Learning motivation and competitive motivation also decreased with academic levels, while avoidance motivation was higher in the top academic group. In emotional characteristics, depression was lowest in the lower academic group but higher in the top group compared to the middle groups. Behavior characteristics scores decreased with lower academic achievement, but memory strategy scores were lower in the top group compared to middle groups. Regression analysis showed that MLST sub-factors explained 19.5% of academic achievement, with learning time, personality, and behavior characteristics being significant variables. When all 17 variables were included, the explanatory power increased to 22.9%, with notable contributions from self-efficacy, competitive and avoidance motivation, class listening, and test strategies. Four clusters were modeled based on MLST sub-factors: Yellow Light, Red Light, Blue Light, and Green Light. Cross-analysis showed significant differences when comparing these clusters with types based on study quantity and learning strategies (latent, stagnant, diligent). Conclusions This study holds significance as a foundational study to link the MLST tests conducted for freshmen in universities to more customized learning support

Effects of Intensive Impairment-Oriented Arm Rehabilitation for Chronic Stroke Survivors: An Observational Cohort Study.

Objective: To assess the effects of a two-week course of intensive impairment-oriented arm rehabilitation for chronic stroke survivors on motor function. Methods: An observational cohort study that enrolled chronic stroke survivors (≥6 months after stroke) with mild to severe arm paresis, who received a two-week course of impairment-oriented and technology-supported arm rehabilitation (1:1 participant-therapist setting), which was carried out daily (five days a week) for four hours. The outcome measures were as follows: the primary outcome was the arm motor function of the affected arm (mild paresis: BBT, NHPT; severe paresis: Fugl-Meyer arm motor score). The secondary outcomes were measures of finger strength, active ROM, spasticity, joint mobility/pain, somatosensation, emotional distress, quality of life, acceptability, and adverse events. Results: One hundred chronic stroke survivors (≥6 months after stroke) with mild to severe arm paresis were recruited. The training was acceptable (drop-out rate 3%; 3/100). The clinical assessment indicated improved motor function (SMD 0.42, 95% CI 0.36-0.49; n = 97), reduced spasticity/resistance to passive movement, and slightly improved joint mobility/pain and somatosensation. The technology-based objective measures corroborated the improved active range of motion for arm and finger joints, reduced finger spasticity/resistance to passive movement, and the increased amount of use in daily life, but there was no effect on finger strength. The patient's emotional well-being and quality of life were positively influenced. Adverse events were reported by the majority of participants (51%, 49/97) and were mild. Conclusions: Structured intensive impairment-oriented and technology-supported arm rehabilitation can promote motor function among chronic stroke survivors with mild to severe arm paresis and is an acceptable and tolerable form of treatment when supervised and adjusted by therapists.

청소년 도박 문제의 윤리적 과제

The prevalence of underage gambling and its associated negative effects is rising in today’s society. Based on these reasonable worries, this study identifies the primary causes of adolescent gambling, discusses the moral dilemmas surrounding it, and suggests solutions, such as managing teenagers with gambling addiction and preventing teenage gambling. In order to achieve this, Chapter 2 identifies the primary causes of adolescent gambling in terms of environmental factors related to gambling, peer relationships that are familiar with gambling, and individual emotional characteristics of adolescents. Chapter 3 suggests solutions to adolescent gambling issues by highlighting the necessity of universal education on gambling prevention for adolescents as well as recovery and healing perspective management for adolescents who have an addiction to gambling.

학교폭력 목격자의 특성과 개선 방안

Witnesses of school violence often face indirect harm, which can lead to significant psychological and emotional challenges. Repeated exposure to violence may cause them to internalize aggressive behaviors or adopt a passive bystander role. This study analyzes the psychological and emotional characteristics of school violence witnesses and proposes targeted support strategies to address their needs. Key psychological issues include fear, anxiety, and isolation, which negatively impact emotional development. In trying to maintain peer group belonging, witnesses may overlook or condone violent behaviors, raising the risk of internalizing aggression. This study recognizes witnesses as indirect victims needing support rather than passive observers and seeks to promote positive self-concept and emotional well-being. Three main support strategies are suggested: after-school activities, voluntary community service, and counseling. After-school programs, including arts and sports, help witnesses express emotions, relieve stress, and foster positive self-identity. Voluntary service provides a sense of achievement, helps alleviate negative emotions, and builds self-esteem. Counseling, including group sessions, offers witnesses opportunities to correct negative beliefs formed from violence, develop positive coping skills, and receive emotional support through shared experiences. In conclusion, school violence witnesses require proactive and systematic support to overcome their psychological challenges. The suggested interventions aim to alleviate their emotional burden, foster resilience, and contribute to creating a peaceful school environment, ultimately supporting the healthy development of all students.

A Study on the Emotional Quality Factors on Digital Gauge Panel for Small Ship Engine

A Study on the Emotional Quality Factors on Digital Gauge Panel for Small Ship Engine

Multimodal Speech Emotion Recognition via Transformer-Based Hybrid Fusion and Dual Cross-entropy Techniques

Speech emotion recognition is gaining increasing interest in the academic sphere due to the advancement of machine intelligence in the service industries. The previous research has already validated the efficacy of multimodality in Speech Emotion Recognition (SER); yet most studies have focused on one-time fusion techniques. This paper proposes a hybrid fusion architecture which optimizes the advantages of multiple fusion techniques and modalities. The model is predominantly based on the rapidly rising Transformer architecture. This study also extends the classic cross-entropy loss and designs a novel loss function which differentiates the misprediction patterns. The architecture is experimented on the Ryerson Audio-Visual Database of Emotional Speech and Song (RAVDESS) dataset with sufficient cross-validation. It reaches 89.7% accuracy and outmatches the State-of-the-art (SOTA) methods. The performance is further enhanced by the proposed loss function and arrives at 91.1% accuracy. In addition, the models show computation scalability and few needs for hyperparameter fine-tuning. This article concludes that more comprehensive fusion techniques are worth exploration for multimodal speech emotion recognition and Transformers are suitable for emotional characteristics and lead the classification process.

Shakespeare, Neurological Identity, and Early Modern Neurodiversity Studies: A Neurological Approach to ‘Character’

ABSTRACT A new subfield has begun to develop in scholarship of the English Renaissance: early modern neurodiversity studies. This essay, written by two scholars who identify as autistic, presents a neurologically informed approach to Shakespearean ‘character’, by theorising the analysis of neurological identity—that is, the characteristic cognitive, emotional, and sensory styles of a particular literary figure. More specifically, we develop the concept of neurotypes to help describe certain kinds of cognitive, emotional, and sensory characteristics, suggesting that they can function as a non-diagnostic way of accounting both for points of contact between the neurological past and present and for neurological identity more generally. This approach not only helps uncover neurodivergence in Shakespeare’s plays, but also shows more broadly how attention to the entanglement of cognitive, emotional, and sensory functioning can elucidate how his characters would have been understood by early modern subjects, and how they might be understood today in light of our growing awareness of human neurodiversity.

Supervised Learning for Emotional Prediction and Feature Importance Analysis Using SHAP on Social Media User Data

Supervised Learning for Emotional Prediction and Feature Importance Analysis Using SHAP on Social Media User Data

Эмоционально-личностные характеристики подростков — участников военно-патриотического движения

<p>In connection with the massive development of the All-Russian children's and youth military-patriotic social movement “Yunarmiya”, research on the personal and psychological characteristics of the pupils of the yunarmey detachments is of particular relevance. The article comparatively examines the features of the emotional and personal characteristics of pupils of military-patriotic clubs and yunarmy detachments and teenagers who do not participate in this movement. The study (N = 45) involved young men aged 15 to 16 years, among them “Yunarmya” participants (N = 23) and high school students of a general education organization (N = 22). The study used the Phillips School Anxiety Test, the Methodology for diagnosing motivation to study and emotional attitude to the teachings of Spielberger-Andreeva, the Methodology for diagnosing the psychological security of the personality of I. I. Prikhodko. It was revealed that adolescents engaged in yunarmy detachments, in comparison with adolescents from a general education organization, have a lower level of school anxiety and increased cognitive activity. The results of the study expand the understanding of the psychological features of the development of the yunarmy and increase the possibilities for targeted psychological support of adolescents at the stage of adaptation in the yunarmy detachment.</p>